Job Category
Exemption Status/Test
Reports To
Coordinator of Special Education
Date Revised
Special Education
Primary Purpose
The Speech Language Pathologist (SLP) under the supervision of the principal and the Speech and Language Coordinator, plans and provides speech-language pathology services to students with articulation, voice, fluency or language disorders. Assesses students and provides therapeutic intervention to climate or reduce problems or impairments that interfere with their students’ ability to benefit from the educational program.
Education Certification

Master’s degree in Speech/Language Pathology (preferred)

Texas Education Agency Speech Therapy Certification (will consider)

ASHA Certification of Clinical Competency

Texas Licensure as a Speech Pathologist

Special Knowledge/Skills

Working knowledge of federal laws, state guidelines (TSHA) and local district policies

Knowledge of diagnostic procedures, instructional and behavioral modification and accommodations

Thorough knowledge of communication disorders including all areas of language, phonological processes, articulation, voice and fluency

Excellent oral and written communication skills



Major Responsibilities and Duties


  • Review each referral prior to evaluation to make sure the student records are complete, including parent permission.  Request outside data as needed.
  • Select and administer assessments and observations to evaluate the speech and language functioning of students referred for a speech evaluation.
  • Score and interpret appropriate evaluation instruments based on district guidelines and the specific needs of the students.
  • Determine eligibility for students for speech/language therapy services.
  • Complete Full and Individual Evaluation reports for students assessed for speech disorders.
  • Develop IEPs for the students who have a speech impairment.
  • Participate in the ARD committee to assist with appropriate placement and development of the IEP for students according to district procedures.
  • Adhere strictly to federal and state evaluation timelines for both initial evaluations and reevaluations and ARDs.
  • Compile and maintain all physical and computerized reports, records and other documents required, including case records, test results, statistical data and test inventories.
  • Comply with policies established by federal and state law, state Board of education rule, and local board policy in the area of assessment.
  • Participate in campus assessment team when needed.

Instructional and Program Management

  • Develop and implement appropriate therapy goals and objectives.
  • Conduct conferences with parents, students and teachers when needed to discuss concerns regarding the students program or progress.
  • Assess progress at appropriate intervals and adjust program to allow for optimum speech/language development.
  • Work collaboratively with teachers to develop therapy schedules and provide ongoing support for the students in the classroom.
  • Keep accurate records of all contacts with parents and outside professionals.
  • Maintain a file on each student.
  • Keep principal informed of the communication (speech) program, schedule and individual student needs.
  • View self as a vital member of the instructional team, working together with both general and specific education staff.


  • Consult with district personnel on appropriate instructional strategies, techniques and materials for students with speech disorders.
  • Participate in monthly team meeting and other in-services related activities to explore ideas, view new materials/equipment and share and exchange information.
  • Work collaboratively with general education and special education teachers to meet the needs and capabilities of each student assigned.

Problem Solving and Decision

  • Exhibit initiative in finding and meeting needs and developing new ideas.
  • Exhibit good judgment in interactions with all students.
  • Identify problems and suggest solutions in a positive manner.

Program Expertise

  • Remain abreast of trends and development in evaluation and treatment of speech and language disorders.
  • Abide by the Code of Ethics of ASHA.
  • Take the initiative to develop professional skills appropriate to job assignment.
  • Develop an itinerant schedule for providing speech services.
  • Assume responsibilities for and maintain confidentiality relative to student record/data.
  • Obtain and use evaluative findings, including student achievement data to examine program effectiveness and develop appropriate instructional strategies.

Other Duties

  • Participate in team activities.
  • Observe all district policies and procedures.
  • Perform other duties and functions as required by the Director and/or Coordinator.


Tools/Equipment Used
Standard office equipment including personal computer and peripherals
Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting
Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching
Occasional light lifting and carrying (under 50 pounds)
Some districtwide travel; : travel within the district if assigned to more than one school; flexibility to respond to student needs; skills to cope with a variety of work environments; adaptability to change, capacity for positive response to situational factors/problems; initiative in developing solutions to needs/problems; managing multiple projects and task simultaneously; responding to high student demand and short timelines; exhibiting exemplary interpersonal communication; maintaining positive public relations
Mental Demands
Work with frequent interruptions; maintain emotional control under stress